Eng255w: American Literature

English 255W: American Literature                                                                                                                                                                              

Spring 2004      CRN 20356                                                                   Dr. Stacey Donohue                                                                                                                                                                   Office: Pence 23
                                                                                                             Phone: 383-7533

                                                                                                            Email: sdonohue@cocc.edu
Office Hours: Mon. 12-1:30, 5:30-6; Tues. 10:30-12; Thurs., 2-3:30 and by appt.

Course Website: http://www.cocc.edu/sdonohue/classes/eng255/index.htm          

Texts:        

Course Objectives:

This course will cover selected works of American literature written during the 20th century.  We will begin by examining the transition into Modernism in American literature, a movement with profound implications in terms of literary form and content, and which reflects widespread cultural change in the early 20th century.  Next, we will look at writers who have been, for better or worse, grouped by their cultural or thematic contexts: the Jazz Age, the Harlem Renaissance, the Confessional and “Beat”  Poets and writers of the 50s/60s, and late 20^th century short fiction. 

Course Learning Outcomes

Given a selection of significant literary works representing a variety of forms of discourse from 20^th century American writers, the student will

1.     Explain the features of twentieth century American literary-historical periods (early modern, modern, Harlem Renaissance, postmodern) and analyze individual texts from these periods in relation to their historical, social, and cultural contexts.

2.     Explain how the values, beliefs, and traditions of particular regions, cultures, and ideologies (such as, African-American, Jewish, feminist) are represented in these texts.

3.     Apply specific and defensible criteria, appropriate to the cultural context, to analyze, interpret, and evaluate these texts.

4.     Define key period and genre terms, such as beat poets, confessional poetry.

5.     Analyze the effects of gender expectations, marginalization, publication practices and political ideologies on the development and reputation of authors in this period of American literature.

6.      Explain the relationships, within these selections, among purpose, audience, organization, form, voice, diction, style, and use of conventions.

7.      Use formal and informal writing to develop and express interpretations and analysis, distinguishing between personal and critical responses.

8.     Use evidence from the texts to support the student’s interpretations, evaluations, and comparative analysis.

9.     Explain how the literary treatment of an event, issue, or idea differs from the approach of another academic discipline.

In addition, as a WIC (Writing in Context) course, both formal and informal writing will be a major component of student expressions of learning.

Your grade will be determined by the following assignments:

50% TWO Essays (25% each)

Essay #1 is a traditional literary analysis; Essay #2 will be a choice of a literary analysis or a research project (annotated bibliography).  Each Essay should be 4+ or more typed pages for the best possible grade.   If handed in on time, Essay #1 may be revised. Late essays will be docked one letter grade. See my website for model essays and model annotated bibliographies: http://www.cocc.edu/sdonohue/Student%20Writing/indexstudentwriting.htm

25% Class Participation and In-Class Written Responses

Each week, will have in-class individual or group written responses. These will address more specific questions about the texts under discussion, so please keep up with the reading. 

In-class work cannot be made up—so please do not ask; the purpose of the in class work is to encourage attendance and participation.  I will, however, drop the two lowest graded participation assignments (including zeroes) to account for unavoidable absences.

25% In class Final Exam (Short Answer, covers entire term)

The final exam will be in two parts: one part will ask you to identify and analyze quotations from the works we read this term; the other part will include several short essay questions. The final exam is open book and notes as well as all in class writings are permitted—even encouraged. The exam is not a test of your memory but a comprehensive review of the material we’ve read, written about and discussed all quarter.

The reading load for this class is heavier some weeks than others, but all require close, careful, and thoughtful reading.  Please don’t get discouraged if some readings seem too intimidating to conquer. Consider skimming the selection first for a general overview of the essay, poem, or story, then go back and read it more carefully.  Also, read with a pen in your hand: take notes, ask questions, and note important sections of the text.

Student Support:

If you need help with the class, please see me first. I can recommend a course of action for your success. Tutoring is available(basement of the library): hours will be posted by week 2 of the term.  If you need additional support or documentation for a disability, please contact Anne Walker (330-7279).

Tentative Reading and Assignment Schedule: Subject to Change. In Class Writing and/or group work occur during almost every class.  I drop 2 assignments, and you can make ONE  in class assignments by attending a poetry reading on campus or in town; the reading by David James Duncan on May 5^th at 6pm; the Maya Angelou reading on May 21^st (though tickets may be sold out). You can make up ONE missing in class with a 2 page essay on the subject. Otherwise, the goal is to be in class during the group work or writing and discussion.  Eng 255 is available as an online course via Chemeketa Community College—your best bet if you plan to miss many classes this term.